Consider the phrases: “learning to read” and “reading to learn” and explain what they mean to you. Describe what grade levels you would associate with learning to read and which you would associate with reading to learn. Review topic Resources and discuss your thoughts about the learning to read, reading to learn debate as it relates to the secondary classroom.
Understanding the need for balanced literacy instruction is key to supporting all students. Review LEARNING TO READ, READING TO LEARN (nsba.org) and describe how you could incorporate specific literacy instruction in your Grades 6-12 content area classroom. Explain how including this specific instruction supports the diverse needs of students, particularly those with dyslexia, and provide real-world examples to illustrate your ideas.
Research and discuss two technology-based assessments you can implement in your content area classroom to support literacy (reading, writing, speaking, listening) development. Describe why each assessment would be valuable to you and your content area colleagues, what type of data the assessment would produce, and how that data could be used to inform your instructional decision-making. Include the links to each technology-based assessment.
Consider the grade level and content area you currently teach or are most interested in teaching and describe the skills you might see a typical reader exhibit if they were reading on grade level. How does this differ from the work of students who are struggling with reading skills? Consider the differences between a struggling and a reluctant reader.
You are currently exploring Block 2 of your clinical field experiences. During this block, you are focused on collaboratively developing and implementing instruction and assessment. Share with your peers the field experiences you have had during Block 2. Focus on sharing specific examples that explain the instructional and assessment planning you have completed, how instruction and assessment supports all learning needs, examples of instruction and assessment that are highly motivating for students, and methods for supporting literacy in your content area classroom. If you have not yet completed any field experience in Block 2, share your current plan to complete the required hours for Block 2, along with at least one specific education topic or skill you would like to learn more about during your field experiences, and why that is important to you, as a future educator
What are some strategies you can share to help reluctant or struggling reader/writers in your specific content area classroom? What resources, technology, and digital tools can you implement to advance student literacy development for all students, including students with exceptionalities?